Empowering Future-Ready Educators Through Mindfulness and Metacognitive-Based Intervention: A Mixed-Methods Study in ELT Context
International Journal of Educational Reform, 2026 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/10567879261448912
- Dergi Adı: International Journal of Educational Reform
- Derginin Tarandığı İndeksler: Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Anahtar Kelimeler: life satisfaction, metacognitive self-regulation, mindfulness, mixed-method study, teacher education
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
Reform-oriented teacher education programs should address the cognitive and emotional development of future teachers. Accordingly, the study aims to investigate whether the mindfulness- and metacognitive-based intervention enhances future ELT educators’ mindfulness, metacognition, and life satisfaction. Utilizing a one-group pretest–posttest design, the researcher followed mixed methods through questionnaires, semistructured interviews, and participants’ reflective notes. Significant improvements in mindfulness and life satisfaction were revealed, alongside specific metacognitive strategies such as making up questions and asking themselves questions. Hence, mindfulness- and metacognitive-based training is recommended to empower future teachers to navigate the social and emotional complexities of the classroom throughout their teaching careers.